EAPA3004 Resit English for Academic Purposes 1 Summer 2018
Coursework Brief
Deadline for Submission: Week 9, Tuesday 7th August, 2 pm. Submit this coursework through the Student Portal.
Total Portfolio Word Limit: 1,500 words (Plus or minus 10%)
Learning outcomes assessed: • Produce cohesive and coherent elements of academic writing • Read, compare and summarise written academic texts.
This coursework is worth 70% of the total marks for this module
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Coursework Instructions Please read carefully.
• Read the module handbook, the marking criteria and the grade descriptors.
Academic Misconduct You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must: • Complete your assessment work alone except where required or allowed by the assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person. • Make sure all sentences or passages quoted from other people’s work in this assignment are in quotation marks, and are specifically acknowledged by reference to the author, work and page. • Failure to provide references may constitute plagiarism which is a serious academic offence. • Should you submit work that is similar or identical in content to that of another classmate, you could be guilty of collusion. This is also a serious academic offence. • Plagiarism, collusion, buying assessments and all other forms of cheating will not be tolerated. Serious academic misconduct can result in your withdrawal from the programme and being required to leave the college. Also note that proven academic misconduct is usually required to be reported to relevant professional bodies and in some cases prospective employers which may prevent even a successful student from being admitted into their desired profession. If you are unsure about how to complete your assessment, you should seek advice from your Module tutor and/or Module Leader. For support and/or clarification regarding referencing and using sources in your work, ask your tutors for guidance and/or the Library team. Guidance on GSM Learn: https://learn.gsm.org.uk/course/view.php?id=293#section-4 Further help: [email protected]
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Assignment Questions The portfolio booklet requires students to complete a range of written tasks. Students are required to complete ALL tasks. The portfolio consists of the following tasks:
Week
Contents
Page
Learning Outcome
Section 1: Portfolio Evidence (Suggested word counts are included are in brackets.)
1
Portfolio evidence I: Self-evaluation checklist
P3
LO 1 & 2
2- 8
Portfolio evidence II: Summary (recommended word count: 100)
P4- 5
LO 2
7 -10
Portfolio evidence III: Outline (recommended word count: 200)
P6
LO 1 & 2
9 – 10
Portfolio evidence IV: Self-assessment (recommended word count: 200)
P7
LO 1 & 2
9 – 10
Portfolio evidence V: Reflection (recommended word count: 150)
P8
LO 1 & 2
Section 2: Written Tasks (The written tasks should be developed throughout the semester but completed in weeks 7-10.)
1 – 10
Academic writing [compare and contrast essay relevant to education] (Word count 750 words)
P9
LO 2
You will be encouraged to revise your answers to those tasks based on peer- and selfevaluation feedback techniques.
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Tasks must be submitted electronically within the EAP 1 Portfolio, which can be downloaded from GSM Learn. The activities included in the portfolio will help you to:
• Increase your awareness of academic writing features, including academic style and structure. • Develop your academic vocabulary and grammatical accuracy. • Develop your research skills necessary for academic success. • Develop a variety of reading strategies and techniques to enhance your understanding of academic texts.
How to complete your portfolio Section 1: Portfolio Evidence This is a series of tasks that helps you write your final essay. You should complete ALL of them to give yourself the best opportunity of getting a good mark. Section 2: Academic Writing
This task requires you to write a 750-word essay. The essay should be on the following title: Compare and contrast the primary or secondary education system in England and/or the UK with a country of your choice in terms of two of the following; funding, organisation and quality. Which system is preferable? HOW SHOULD YOU COMPLETE YOUR PORTFOLIO? Procedure
1. Complete the self-evaluation checklist in your portfolio (section 1: portfolio evidence I, p. 3). This will help you reflect on your strengths and areas to work on during the course. 2. Complete the summarising task in your portfolios (Section 1: Portfolio Evidence II – Summarising, p. 4 – 5) to practise writing the key points in your own words.
3. Do some general reading and research to choose a country.
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4. Access the collection of sources related to the theme of ‘The UK Education System’ which can be found in the ‘Assessment Information’ on GSM Learn and/or find any source you consider relevant to your topic.
Choose another country and research information on its “education system” in relation to funding, organisation and quality. Remember that the essay must focus on one sector ONLY: Primary, or secondary.
Make notes of the similarities and differences you can identify.
• Note down similarities and differences in relation to funding, organisation and quality.
5. Prepare an essay outline (Section 1: Portfolio Evidence III – Outline, p. 6). An essay outline is a plan of what you will write in your essay and how you will organise that content. It is useful for organising your thoughts and avoiding the risk of addressing irrelevant points while writing. It should be written in note form and include in-text references.
6. Write a 750-word essay comparing either the primary or secondary education systems in England and/or the UK and the country you have chosen. (Section 2: Written Task). The essay should follow the point-by-point approach, for a compare and contrast essay and must include the following:
Introduction • Background information on education • More specific information on the education system in the two countries • A thesis statement explaining the outline of your essay and your position (e.g. which system is more effective?)
Main body paragraphs (2 paragraphs) In each paragraph you should:
• Include a topic sentence explaining the focus of the particular paragraph • Each paragraph must discuss BOTH countries in relation to ONE area
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(e.g. funding, organisation or quality) • Provide evidence (references), examples and evaluation of each similarity or difference (e.g. why is it important?)
Conclusion • Summarise the main points of your essay • State which system is more effective and why • Add a few suggestions / recommendations
References
• A list of detailed Harvard references you used in your essay, in alphabetical order
7. Proof-read and edit your essay very carefully before submission and reflect on your strengths and areas for improvement (Section 1: Portfolio Evidence IV – Essay self-assessment form, pp. 7- 8 and Portfolio Evidence V.)
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End of Assignment Brief
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Learning Outcomes for English for Academic Purposes 1 1. Produce cohesive and coherent elements of academic writing. 2. Read, compare and summarise written academic texts. Excellent evidence Very good evidence Good evidence Some evidence Insufficient evidence Little/No Evidence 86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third 30+/Fail Pass by compensation possible 16 – 29%/Fail 0 – 15%/Fail Knowledge and understanding (50%)
A. Have you worked through the tasks in this portfolio? (LOs 1, 2)
Includes all required factual content, accurately summarised.
Includes relevant factual content only.
Includes all required factual content, accurately summarised.
Includes relevant factual content only.
Includes most required factual content, mostly accurately summarised.
Includes relevant factual content only.
Includes most required factual content, but with some gaps or misunderstandings.
Includes some irrelevant factual content.
Includes limited factual content, with many gaps or inaccuracies.
Includes significant irrelevant factual content.
Includes insufficient required factual content, with significant gaps or inaccuracies. Includes substantial irrelevant factual content.
Includes almost no required factual content, and with very significant inaccuracies. Includes mainly irrelevant factual content.
Does not include required factual content. Includes entirely irrelevant factual content.
B. Have you paraphrased/ summarized ideas effectively? (LOs 1, 2)
Very accurate identification of predefined concepts, theories and/or principles, appropriate to this level.
Excellent understanding of factual and conceptual material, relative to this level.
Accurate identification of predefined concepts, theories and/or principles, appropriate to this level.
Very good understanding of factual and conceptual material, relative to this level.
Mainly accurate identification of predefined concepts, theories and/or principles, appropriate to this level.
Good understanding of factual and conceptual material, relative to this level.
Some identification of pre-defined concepts, theories and/or principles, appropriate to this level.
Adequate understanding of factual and conceptual material, relative to this level.
Limited identification of predefined concepts, theories and/or principles, appropriate to this level.
Limited understanding of factual and conceptual material, relative to this level.
Very limited or inaccurate identification of pre-defined concepts, theories and/or principles, appropriate to this level. Very limited understanding of factual and conceptual material, relative to this level.
No identification of pre-defined concepts, theories and/or principles, appropriate to this level. No understanding of factual and conceptual material, relative to this level.
No identification of pre-defined concepts, theories and/or principles, appropriate to this level. Demonstrates no understanding of factual and conceptual material and ideas.
C. Do your portfolio tasks show understanding of the essay writing process? (LOs 1, 2)
Effective use of class materials to develop knowledge and understanding.
Effective use of class materials to develop knowledge and understanding.
Mostly effective use of class materials to develop knowledge and understanding.
Adequate use of class materials to develop knowledge and understanding.
Limited use of class materials to develop knowledge and understanding.
Very limited use of class materials to develop knowledge and understanding.
Minimal use of class materials to develop knowledge and understanding.
No use of class materials to develop knowledge and understanding.
D. Have you researched and supported your ideas with evidence and examples? (LOs 1,2)
Very good independent reading and research, beyond standard texts, appropriate to this level.
Good independent reading and research, beyond standard texts, appropriate to this level.
Reasonable independent reading and research, beyond standard texts, appropriate to this level.
Some limited independent reading and research, beyond standard texts, appropriate to this level.
Minimal independent reading and research beyond standard texts, appropriate to this level.
Minimal independent reading and research, appropriate to this level. Limited use of standard texts.
No independent reading and research, appropriate to this level. Very minimal use of standard texts.
No independent reading and research, or use of standard texts, appropriate to this level.
What we are looking for on this module (Relates to all tasks): An understanding of the essay writing process (including developing an outline, summarising and paraphrasing information, structuring a paragraph, editing and redrafting your work to achieve an effective final essay); Inclusion of factual content related to the similarities and differences between England and a country of your choice, using information from either the booklet and/or your own research.
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Learning Outcomes for English for Academic Purposes 1 1. Produce cohesive and coherent elements of academic writing. 2. Read, compare and summarise written academic texts. Excellent evidence Very good evidence Good evidence Some evidence Insufficient evidence Little/No Evidence 86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third 30+/Fail Pass by compensation possible 16 – 29%/Fail 0 – 15%/Fail Cognitive and Intellectual Skills (25%) E. Does your essay include an introduction and a conclusion? (LOs 1, 2) Well developed, relevant introduction and conclusions. Relevant introduction and conclusions. Mostly relevant introduction and conclusions. Adequate introduction and conclusions. Basic introduction and conclusions. Incoherent or irrelevant introduction and conclusions. No introduction and conclusions. No introduction and conclusions. F. Do your body paragraphs contain direct comparison using appropriate linking words? (LOs 1, 2) Clearly and logically structured material. Well-developed arguments, referencing a range of literature, appropriate to this level. Clearly structured material. Coherent arguments, referencing a range of literature, appropriate to this level. Clearly structured material, with a few gaps. Mostly coherent arguments, referencing a range of literature, appropriate to this level. Adequately structured material. Limited arguments referencing limited literature. Includes personal opinion. Unevenly structured material. Little argument, mainly descriptive or personal opinion, with little reference to literature. Incoherently structured material. Little or no argument, entirely descriptive or personal opinion, with no reference to literature. Very incoherently structured material. Little or no argument, entirely descriptive or personal opinion, with no reference to literature. Very incoherently structured material. No argument, entirely personal opinion, with no reference to sources. G. Have you used at least 4 sources (2 in each paragraph) andused your sources effectively? (LOs 1, 2) Information or data selected from highly relevant sources, and categorised, analysed or evaluated using a recommended format. Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format. Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format, with some gaps or errors. Information or data selected, categorised, analysed or evaluated with an attempt at using a recommended format and with gaps or errors. Information or data poorly selected, categorised, analysed or evaluated, and may not use recommended format. Minimal selection of information or data, and little attempt at collation, categorisation, analysis or evaluation. No evidence of the selection, categorisation, analysis or evaluation of information or data. No evidence of the selection, categorisation, analysis or evaluation of information or data. H. Have you made your opinion clear? (LOs 1,2) Relates theory to practice effectively, appropriate to this level. Relates theory to practice effectively, appropriate to this level. Relates theory to practice, appropriate to this level, but with some gaps or errors. An attempt to relate theory to practice, appropriate to this level. Very limited or inadequate attempt to relate theory to practice. Theory not related to practice. Theory not related to practice. Theory not related to practice. What we are looking for on this module (Relates to all tasks): The use of a comparison/contrast essay structure with well-developed and connected ideas, analysis and effective integration of sources.
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Learning Outcomes for English for Academic Purposes 1 1. Produce cohesive and coherent elements of academic writing. 2. Read, compare and summarise written academic texts. Excellent evidence Very good evidence Good evidence Some evidence Insufficient evidence Little/No Evidence 86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third 30+/Fail Pass by compensation possible 16 – 29%/Fail 0 – 15%/Fail Graduate: Transferable Employability & Practical Skills (25%) I. Are you within the word count? (LOs 1,2) Within word count Within word count Within word count Within 10% of word count More than 10% outside word count More than 10% outside word count More than 10% outside word count More than 10% outside word count J. Have you checked for spelling, grammar and punctuation mistakes? (LOs 1,2) Accurate spelling, grammar, punctuation, paragraphing Accurate spelling, grammar, punctuation, paragraphing Mostly accurate spelling, grammar, punctuation, paragraphing. Some mistakes in spelling, grammar, punctuation, paragraphing. Frequent mistakes in spelling, grammar, punctuation, paragraphing. Serious mistakes in spelling, grammar, punctuation, paragraphing. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. K. Have you used appropriate academic style and appropriate vocabulary? (LOs 1,2) Fluent, interesting writing style, appropriate to the assignment Appropriate visual presentation, including font, spacing for essays Fluent writing style, appropriate to the assignment Appropriate visual presentation, including font, spacing for essays Mainly fluent writing style, appropriate to the assignment Mostly appropriate visual presentation, including font, spacing for essays Writing style is mostly appropriate but not always fluent Inconsistent visual presentation, including font, spacing for essays Awkward or inappropriate writing style Inappropriate visual presentation, including font, spacing for essays Poor writing style Poor visual presentation, including font, spacing for essays Incoherent writing style Very poor visual presentation, including font, spacing for essays Incoherent writing style Exceptionally poor visual presentation, including font, spacing for essays L. Have you included in-text citations and a reference list that follow Harvard Style? (LOs 1,2) Correct use of academic conventions, references and bibliography. Correct use of academic conventions, references and bibliography. Mostly correct use of academic conventions, references and bibliography Inconsistent use of academic conventions, references and bibliography. Inconsistent or incomplete use of academic conventions, references and bibliography. Inaccurate or incomplete use of academic conventions, references and bibliography. Very inaccurate or no use of academic conventions, references and bibliography. No use of academic conventions, references and bibliography. M. Do you show good awareness of your strengths and weaknesses? (LOs 1, 2) Insightful reflection on own strengths and weaknesses in relation to defined professional and practical skills. Good reflection on own strengths and weaknesses in relation to defined professional and practical skills. Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills. Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills. Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills. Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills. Minimal evaluation of own strengths and weaknesses in relation to defined professional and practical skills. No evaluation of own strengths and weaknesses in relation to defined professional and practical skills. What we are looking for on this module (Relates to all tasks): Effective use of in-text citations and the inclusion of a reference list; communication of ideas in an academic style.
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